2. What is Assistive
Technology?
According to the Individuals With Disabilities Education
Improvement Act of 2004 website defines Assistive
Technology as,
“any item, piece of equipment, or product system,
whether acquired commercially off the shelf, modified,
or customized, that is used to increase, maintain, or
improve functional capabilities of a child with a
disability”
US Department of Education, Building the Legacy: IDEA 2004. (2010). Retrieved December 3, 2011 from
http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C1%2C
3. Write:OutLoud ® is an easy-to-use talking word processor.
Can speak letters, words, sentences, or any combination of the three.
Listening to words encourages reluctant writers and eliminates
frustration.
Gives students the satisfaction and success that motivates them to write.
Writing skills improve further when used with Co-Writer, a word
prediction program, for increased typing efficiency and vocabulary
enhancement.
Write:OutLoud becomes a powerful tool for communication when used
Don Johnston (2011). Retrieved December 3, 2011and IntelliKeys® (IntelliTools).
with Overlay Maker ® from
http://www.donjohnston.com/products/write_outloud/index.html
4. How do we use in the classroom?
• 20 keyboards used in 7th and 8th grade
• Helps students meet New Jersey Core Content
Curriculum Language Arts Literacy Standards grade
level specific.
• Practice test taking skills and learn how to take notes.
• Type instead of writing, helps students that struggle with
fine motor skills (using a pen or pencil)
• Helps with focus when used with headphones
5. • Learning of keyboarding
• Word prediction and thesaurus
• Helps with spelling, self editing of words and
development of writing skills.
• One key wireless infrared sensor to send to teachers
computer, printer or Smart Board.
• Use with Overlay Maker ® and IntelliKeys® (IntelliTools).
8. How do we use in the classroom?
The IntelliTools Systems help students that have limited use of gross
motor functions and use this platform to assist with communication
throughout the day in regular education and special education courses.
The platform has specific software and overlays to help students build
their reading, writing and math skills. Assists students with meeting New
Jersey Core Content Curriculum specifically in Language Arts Literacy
and Mathematics Standards, and can be applied any other content area.
IntelliTools (2011). Retrieved December 3, 2011 http://www.intellitools.com/default.html
9. “Kurzweil 3000 is an educational assistive technology tool
designed to support each individual student throughout a
school system to attain academic success. For struggling
readers English Language Learners as well as students with
physical challenges, Kurzweil 3000 provides critical features for
active and independent learning, participation in the integrated
classroom, and more importantly, for keeping up with peers”
-Kurzweil 3000 Website
Kurzweil Education Systems (2011). Retrieved December 3, 2011 from http://www.kurzweiledu.com/kurzweil-3000-v13-
windows.html
10. • Support for fluency, vocabulary, comprehension, writing,
study skills, and test taking.
• Allows for individualized instruction, readers can start and
stop at own pace and re-read sections.
• Easy-to-use tools for teachers to customize, access various
digital file formats and printed materials, can scan any
document or book for students to work on in the program.
Kurzweil Education Systems (2011). Retrieved December 3, 2011 from http://www.kurzweiledu.com/kurzweil-3000-v13-
windows.html
11. • Support for Special education and multi-tiered classrooms and is used daily
in our language arts resource room for 7th and 8th grade.
• A program based The Universal Design for Learning (UDL).
• Multi-sensory approach which allows learners to see and hear grammar and
punctuation.
• Supports reading with notes, highlighting and editing tool functions.
• Benefits regular education and students with disabilities in any content area
under
the NJCCCS with a focus on the Language Arts Literacy Standards.
12. SMART Technologies (2011), Screen Capture,
Retrieved December 3, 2011 from http://www.smarttech.com/specialed
13. • Students respond well to visual images in a large format.
• Easy to use, flexible for student and teacher. It has the ability to
create, change, enhance written information and visual imagery
• The interactive “touch” component allows
students to interact like never before
• Gives students a variety of ways to learn
the information presented.
• Benefits regular education and students
with disabilities in any content area under
the NJCCCS.
SMART Technologies (2011), Screen Capture, Retrieved December 3, 2011 from
http://www.smarttech.com/specialed
14. FM Systems
• The FM system is an Assistive Listening Devices (ALDs)
• The ALD brings sound to a child’s ear so they can hear better
at school, home and other settings.
• The FM system will help a child hear a teacher more clearly
by cutting down background noises
15. • They can help a child hear in a large room and will make faraway
sounds seem closer to them.
• Teachers talk into a microphone, the microphone is connected to a
transmitter and the transmitter sends sound to a receiver.
• The receiver gets the sound and plays it to a head set or hearing
aid device.
Overall FM Systems can be benefit for any child to hear the delivery of
information for any subject area being learned.
16. Switching Devices
• Switches help individuals with physical disabilities to learn about
cause-and-effect, timing, and helps them operate devices.
• Switches can be used by students that are non verbal to communicate
needs or a message or a student without mobility can verbally activate
a switch device.
• Messages can be recorded into device and when a student pushes the
devices it will respond/repeat the recorded message.
17. • Switches can be activated by touch, dials, foot, sensitivity, hands
free, and by voice
• This can help a nonverbal student with communicating a need such
as “I am hungry” when words can not be spoken.
• Communication is crucial to achieve learning in all areas of the
curriculum.
• Switches are used everyday in our self-contained student with
disabilities classroom in a controlled setting with special education
teachers.
18. Assistive Technology Assists Students in
Achieving Success in the 21st Century
Classroom
New Jersey Core Curriculum Content Standards
for 21st-Century Life and Careers
• Standard 9.1 21st-Century Life and Career Skills: All students will demonstrate
the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and
organizational cultures.
• Standard 9.1 describes skills that prepare students to fully engage in civic and
work life. The standard includes six strands, which reflect the Framework for 21st
Century Learning:
• Critical Thinking and Problem Solving
• Creativity and Innovation
• Collaboration, Teamwork, and Leadership
• Cross-Cultural Understanding and Interpersonal Communication
• Communication and Media Fluency
• Accountability, Productivity, and Ethics
NJ Department of Education, 21st Century Life and Careers Standards (2011). Retrieved December 3, 2011 from
http://www.state.nj.us/education/cccs/standards/9/
19. Technology Facilitator Standards
TF-I Technology Operations and Concepts
Educational technology facilitators demonstrate an in-depth understanding of technology operations and
concepts. Educational technology facilitators:
B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging
technologies. Candidates:
1. Model appropriate strategies essential to continued growth and development of the understanding of
technology operations and concepts.
TF-III Teaching, Learning, and the Curriculum
Educational technology facilitators apply and implement curriculum plans that include methods and strategies for
utilizing technology to maximize student learning. Educational technology facilitators:
A. Facilitate technology-enhanced experiences that address content standards and student technology standards.
Candidates:
1. use methods and strategies for teaching concepts and skills that support integration of technology productivity
tools (refer to NETS for Students).
2. use and apply major research findings and trends related to the use of technology in education to support
integration throughout the curriculum.
5. use methods and strategies for teaching concepts and skills that support use of media-based tools such as
television, audio, print materials, and graphics.
7. use methods for teaching concepts and skills that support use of Web-based and non Web-based authoring
tools in a school environment.
20. B. Use technology to support learner-centered strategies that address the diverse needs of students. Candidates:
1. use methods and strategies for integrating technology resources that support the needs of diverse learners
including adaptive and assistive technology.
C. Apply technology to demonstrate students' higher-order skills and creativity. Candidates:
1. use methods and facilitate strategies for teaching problem-solving principles and skills using technology resources.
E. Use current research and district/regional/state/national content and technology standards to build lessons and
units of instruction. Candidates:
1. describe and identify curricular methods and strategies that are aligned with district/regional/state/national
content and technology standards.
2. use major research findings and trends related to the use of technology in education to support integration
throughout the curriculum.
TF-IV Assessment and Evaluation
Educational technology facilitators apply technology to facilitate a variety of effective assessment and evaluation
strategies. Educational technology facilitators:
A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques.
Candidates:
1. model the use of technology tools to assess student learning of subject matter using a variety of assessment
techniques.
TF-V Productivity and Professional Practice
Educational technology facilitators apply technology to enhance and improve personal productivity and professional
practice. Educational technology facilitators:
21. A. Use technology resources to engage in ongoing professional development and lifelong learning. Candidates:
1. identify resources and participate in professional development activities and professional technology
organizations to support ongoing professional growth related to technology.
2. disseminate information on district-wide policies for the professional growth opportunities for staff, faculty, and
administrators.
B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of
technology in support of student learning. Candidates:
1. continually evaluate and reflect on professional practice to make informed decisions regarding the use of
technology in support of student learning.
C. Apply technology to increase productivity. Candidates:
1. model advanced features of word processing, desktop publishing, graphics programs, and utilities to develop
professional products.
2. assist others in locating, selecting, capturing, and integrating video and digital images in various formats for use in
presentations, publications, and/or other products.
3. demonstrate the use of specific-purpose electronic devices (such as graphic calculators, language translators,
scientific probeware, or electronic thesaurus) in content areas.
5. use instructional design principles to develop hypermedia and multimedia products to support personal and
professional development.
6. select appropriate tools for communicating concepts, conducting research, and solving problems for an intended
audience and purpose.
7. use examples of emerging programming, authoring or problem-solving environments that support
personal/professional development.
TF-VI Social, Ethical, Legal, and Human Issues
Educational technology facilitators understand the social, ethical, legal, and human issues surrounding the use of
technology in PK-12 schools and assist teachers in applying that understanding in their practice.
A. Model and teach legal and ethical practice related to technology use. Candidates:
1. develop strategies and provide professional development at the school/classroom level for teaching social,
ethical, and legal issues and responsible use of technology.
22. B. Apply technology resources to enable and empower learners with diverse backgrounds, characteristics, and
abilities. Candidates:
1. assist teachers in selecting and applying appropriate technology resources to enable and empower learners
with diverse backgrounds, characteristics, and abilities.
2. identify, classify, and recommend adaptive/assistive hardware and software for students and teachers with
special needs and assist in the procurement and implementation.
C. Identify and use technology resources that affirm diversity. Candidates:
1. assist teachers in selecting and applying appropriate technology resources to affirm diversity and address
cultural and language differences.
D. Promote safe and healthy use of technology resources. Candidates:
1. assist teachers in selecting and applying appropriate technology resources to promote safe and healthy use
of technology.
E. Facilitate equitable access to technology resources for all students. Candidates:
1. recommend policies and implement school/classroom strategies for achieving equitable access to
technology resources for all students and teachers.
TF-VII Procedures, Policies, Planning, and Budgeting for Technology Environments
Educational technology facilitators promote the development and implementation of technology
infrastructure, procedures, policies, plans, and budgets for PK-12 schools. Educational technology facilitators:
B. Follow procedures and guidelines used in planning and purchasing technology resources. Candidates:
1. identify instructional software to support and enhance the school curriculum and develop
recommendations for purchase.
2. discuss and apply guidelines for budget planning and management procedures related to educational
computing and technology facilities and resources.
7. describe and identify recommended specifications for purchasing technology systems in school settings.
23. TF-VIII Leadership and Vision
Educational technology facilitators will contribute to the shared vision for campus integration of technology and
foster an environment and culture conducive to the realization of the vision. Educational technology facilitators:
A. Use the school technology facilities and resources to implement classroom instruction. Candidates:
1. discuss and evaluate current research in educational technology.
B. Apply strategies for and knowledge of issues related to managing the change process in schools. Candidates:
1. discuss the history of technology use in schools.
D. Lead in the development and evaluation of district technology planning and implementation. Candidates:
3. identify and discuss national, state, and local standards for integrating technology in a school environment.
4. describe curriculum activities or performances that meet national, state, and local technology standards.
5. discuss issues related to developing a school technology plan.
24. References
Don Johnston (2011). Retrieved December 3, 2011 from
http://www.donjohnston.com/products/write_outloud/index.html
Kurzweil Education Systems (2011). Retrieved December 3, 2011 from
http://www.kurzweiledu.com/kurzweil-3000-v13-windows.html
IntelliTools (2011). Retrieved December 3, 2011
http://www.intellitools.com/default.html
NJ Department of Education, 21st Century Life and Careers Standards (2011).
Retrieved December 3, 2011 from http://www.state.nj.us/education/cccs/standards/9/
SMART Technologies (2011). Retrieved December 3, 2011 from
http://www.smarttech.com/specialed
US Department of Education, Building the Legacy: IDEA 2004. (2010). Retrieved
December 3, 2011 from
http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CA%2C602%2C1%2C
WriterLearning (2011). Retrieved December 3, 2011 from
http://keyboardinstructor.com/writer_overview.php
25. Image References
Slide 2
Write Out Loud Logo http://assistivetech.sf.k12.sd.us/write_out_loud.htm
Slide 3
Write Out Loud Image Book
http://www.edb.utexas.edu/ATLab/Labinventory/Classroom/classroom-ld-writing.php
Slide 4
Logo and quote http://mcn.educ.psu.edu/wordpressmu/atpennstate/2011/05/24/writeoutloud/
Kids using software http://2.bp.blogspot.com/_D8lNYXESG-s/Sbfyavg2JfI/AAAAAAAAAG0/4AJ6pDtxXkU/s320/students_writeoutloud.jpg
Slide 5
Keyboard http://whitesindia.com/shoppe/images/NewTch.jpg
Writing tools image http://watap.org/images/Devices/Software/LD/SoloSuite/SoloSuite_screenshot.jpg
Slide 6
IntelliTools Website screen capture http://www.intellitools.com/default.html
Slide 7
IntelliTools Website screen capture of IntelliKeys http://www.intellitools.com/programpage_intellikeys.html
IntelliTools Website screen capture video http://www.intellitools.com/programpage_intellikeys.html
Slide 8
Boy on IntelliKeys
http://www.at4learning.com/images/Client_on_Intellikeys.jpg
Keyboard layout
https://www.kansasworks.com/ada/disability/dis_dev_dsp.cfm?adiid=1&callingfile=dis_controller_dsp.cfm&hash=34E01F676EEFA93464
1AE222676C12FA
Slide 9
Kerzweil 3000 logo http://www.techmatrix.org/ImageHandler.ashx?ID=156
26. Image References
Continued
Slide 10
Kerzweil 3000 kids at computer http://microscience.on.ca/usrimage/K3000-photo.jpg
Kerzweil 2000 boy at computer
http://simmonsatshowcase.wikispaces.com/file/view/SoutheasternVocTechHS.jpg/33644083/SoutheasternVocTechHS.jpg
Slide 11
Kerzweil 3000 spider example http://chicagotutor.net/Kurz.jpg
Kerzweil 3000 highlighting http://www.techready.co.uk/core/media/media.nl?id=3849&c=585712&h=1f3bbcb9fdccab9adb6d
Slide 12
SMART Technologies Website screen capture http://www.smarttech.com/specialed
Slide 13
SMART Board http://cfpmssmart.wikispaces.com/file/view/Smartboard-full.jpeg/33638557/Smartboard-full.jpeg
Boys at SMART Board https://scholar.vt.edu/access/content/user/elzahsc/Pictures/SmartBoard.jpg
Slide 14
FM System image http://sesa.org/wp-content/uploads/2010/05/AAfmFig1.gif
Slide 15
FM System set http://www.tecear.com/images/at216.jpg
Slide 16
Switch http://1.bp.blogspot.com/-Cv-Eypo6nSU/TefgnSsK4eI/AAAAAAAAABo/FNgU22J9xDU/s1600/Big_Red_Switch.jpg
Switch board http://www.turningpointtechnology.com/img/Sx/BIL/FT070100.jpg
Slide17
Girl in Wheelchair http://education.gsu.edu/PhysicalDis/AT/images/Switch.jpg
Boy using switch http://enablingdevicesblog.files.wordpress.com/2010/10/put-em-around2.jpg
